Applying the Moodle Platform in Online Student Self-Assessment

Abstract

Taking into consideration the importance of information and communications technology in higher education both as part of the teaching and grading process, but also the limitations in its application in higher education in the Republic of Serbia, this paper outlines the possibilities which the Moodle platform offers for the definition and use of online self-assessment tests and quizzes in the preparation and simulation of the entrance exam for the Faculty of Economics of the University of Niš. To indicate the importance of egrading for the increase in the effectiveness of learning, the paper analyses the number of created accounts and the number of visits, while a statistical analysis of the candidates' results on the simulated entrance exam, from 2014 to 2016, was used to test the hypothesis on the significance of formative assessment for effective learning. The obtained t-test results indicate that formative assessment in this specific instance contributes to the improvement of the candidates' learning process and that the application of such a means of student self-assessment in other areas of study would significantly contribute to the increase in the effectiveness of learning. On the other hand, statistical analyses of individual responses to questions represent a significant source of feedback for teachers, which can be used for the purpose of redefining tests.

Moodle in an Open Distance e-Learning University: Is It a Building or Stumbling Block to Student Interaction and Autonomy?

“…On the ENG321 Moodle site, there are "innovative learner-centred" activities that aim to encourage student autonomy (Fotiadou, Angelaki and Mavroidis 2017, 107). Moreover, in Serbia, students report that Moodle enables them to organise their learning environment, manage their time efficiently and learn how to apply self-assessment skills effectively (Stanković, Milovanović and Radović 2017). For Tharumaraj, Rajandram and Singaram (2021, 58):…”

E-assessment on the spotlight: present and future prospects

“…In his view, this pushes them to think about the way of improving their learning, and allows teachers to figure out learners' needs and make preparations for their teaching activities. On a similar line of thoughts, Stanković et al (2017) defend that it is an in-process evaluation that assesses students' progress and understanding. These authors maintain that it is a source of data through which instructors spotlight the difficulties faced by their learners and make suitable changes so as to refine their teaching, and learners identify their lacks and improve their learning abilities.…”

“…Unlike the formative assessment, the summative assessment seeks the measurement of the quantity of the students' knowledge once the instruction is finished as it is interested mainly in the learners' or the program's results (Hyland, 2003). Its purposes are to judge and measure what students have learned so far and grade them accordingly (Stodberg, 2011;Stanković et al,2017), to hand a certificate (Crisp,2011), or to place students in specific fields or given classrooms (Rovai, 2000). Similarly, Shute & Rahimi (2016) view it to be the end product of what has been learned throughout the curriculum.…”